The Stresses of Teachers During Instructional Supervision and Their Classroom Teaching Competencies

Abstract

INTRODUCTION

Instructional supervision is a constant process that aims to improve the teaching performance of teachers. It offers opportunities for schools to be effective and to increase the professional development of teachers as a means of managing effectively the teaching-learning process. However, it was historically viewed as inspection to monitor and control teachers' performance. This notion makes teachers feel unsafe and threatened when they experience any form of supervision. As a result,most teachers tend to experience stress during the process of instructional supervision. Thus, this research was conducted to determine the stresses of teachers during instructional supervision in selected schools of West Maitum District. Further, it ascertains the relationship of these stresses to the teaching competencies of teachers.

METHODS

The research employed the descriptive -correlational research design with fifty-two (52) participants from selected schools of West Maitum District. Survey questionnaire was used to gather data in this study. It adapted the survey questionnaire on Classroom Teaching Competency of Teachers from Department of Education Standard-Based Classroom Observation Protocol for Educators.

RESULTS

Results of the study revealed that the teachers are sometimes or moderately stressed during instructional supervision and they do not differ significantly on their stresses when grouped according to gender (t= .045, p= .964) and according to length of service (F= .834, p = . 4 4 0 ) .In this study, it was also revealed that there is a significant relationship between teaching competencies and the stresses that teachers experienced during instructional supervision.

DISCUSSIONS

The result of the study showed the need to address the stresses experienced of teachers during instructional supervision. Conferences/ Meetings and SLAC were initiated in every school to address the stresses of teachers during instruction supervisions. During these activities, strategies to help the teachers deal with the daily demands of teaching profession and training on capacity building and professional development will be employed to achieve better performance and quality learning. The importance of stress management is emphasized to avoid distress in the teaching pr ofession because they are dealing with diverse learners. Teachers should also be aware of what instructional supervision and its purpose. Supervision is a part of educational programme and they should not regard it as a faultfinding mission but perceive it in a positive way to improve instruction.